Higher Education Research and Development (High Educ Res Dev)

Publisher: Higher Education Research and Development Society of Australasia, Taylor & Francis (Routledge)

Journal description

Higher Education Research and Development is a long established refereed international journal. It is the principal learned journal of the Higher Education Research and Development Society of Australasia. The journal combines traditional hard copy publication and expert reviewing with electronic publication of extended abstracts, which are open to peer comment. The aim is to further debate and provide opportunities for more immediate and wider comment. The journal aims to inform improvements in practice through reporting research and evaluations and promoting scholarly reflective articles on practice, policy and theory. The journal, is addressed to university and college faculty from all disciplines and to higher education administrators. Contributions come from around the globe and the topics addressed are of world wide concern. Of the three issues each year one is focused on a particular theme, with a guest editor. The theme for the 1997 special issue is Phenomenography and its impact on research and practice in higher education. This will be edited by Christine Bruce and Rod Gerber. The contributors will include Shirley Booth, Gloria Dall'Alba, Noel Entwistle, Michael Prosser, Keith Trigwell and Lennart Svensson.

Current impact factor: 0.90

Impact Factor Rankings

Additional details

5-year impact 0.00
Cited half-life 7.80
Immediacy index 0.09
Eigenfactor 0.00
Article influence 0.00
Website Higher Education Research and Development website
Other titles Higher education research & development (Online), Higher education research and development
ISSN 0729-4360
OCLC 45107634
Material type Document, Periodical, Internet resource
Document type Internet Resource, Computer File, Journal / Magazine / Newspaper

Publisher details

Taylor & Francis (Routledge)

  • Pre-print
    • Author can archive a pre-print version
  • Post-print
    • Author can archive a post-print version
  • Conditions
    • Some individual journals may have policies prohibiting pre-print archiving
    • On author's personal website or departmental website immediately
    • On institutional repository or subject-based repository after a 18 months embargo
    • Publisher's version/PDF cannot be used
    • On a non-profit server
    • Published source must be acknowledged
    • Must link to publisher version
    • Set statements to accompany deposits (see policy)
    • The publisher will deposit in on behalf of authors to a designated institutional repository including PubMed Central, where a deposit agreement exists with the repository
    • SSH: Social Science and Humanities
    • Publisher last contacted on 25/03/2014
    • This policy is an exception to the default policies of 'Taylor & Francis (Routledge)'
  • Classification
    ​ green

Publications in this journal

  • Higher Education Research and Development 07/2015; 34(1):223-225. DOI:10.1080/07294360.2014.942047
  • Higher Education Research and Development 07/2015; 34(1):225-227. DOI:10.1080/07294360.2014.963212
  • Higher Education Research and Development 07/2015; 34(1):219-222. DOI:10.1080/07294360.2014.975902
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    ABSTRACT: This article researches higher education (HE) managers’ perception of graduate professional success and higher education institutions’ (HEI) activity aimed at enhancing graduate employability. The issue is worth examining not only because of growing relative unemployment rates among HE graduates but also because it is a part of a heated discussion on the contemporary evolution of HEIs. We analysed 36 semi-structured interviews with representatives of HEIs offering studies in the field of science in six countries (Austria, Germany, Italy, Poland, Slovenia and Turkey). Our analysis showed that there are three approaches observed, depending to a large extent on the balance between different HE stakeholders within subdomains (triple-helix theory). Our results support the hypothesis of diversification of HEIs’ models varying from the traditional ivory-tower-type university (with a dominating role of academic oligarchy) to the market-oriented educational enterprise (where the business sector is a key driver of change).
    Higher Education Research and Development 03/2015; DOI:10.1080/07294360.2015.1011090
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    ABSTRACT: The overarching argument made in this article is twofold. Firstly, academic conferences are posited as sites for higher education research. Secondly, the well-recognised emotional and social processes of conferences are used to make space at the boundaries of higher education research for psychosocial analysis. The article theorises conferences in relation to the current concerns of higher education, such as globalisation, technologisation and neoliberalisation, but simultaneously delves into the micro-conventions of academic spaces. This latter mode of analysis is adapted from Butler's (1997) work Excitable speech: A politics of the performative (New York: Routledge), around naming and vulnerability to language. An autobiographical example of naming and misnaming at a conference is worked through, both zooming in to micro-processes and zooming out to the wider concerns of higher education research. The article asserts the importance of recognising the connection between micro- and macro-scale analyses of higher education.
    Higher Education Research and Development 03/2015; DOI:10.1080/07294360.2015.1011093
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    ABSTRACT: Academic work in Sweden's higher education system is changing character. Distinctly different career pathways are emerging, as facilities for developing research careers and capital have become both more restricted and more dependent on external funding. These developments are in focus in the present article. Based on ethnographic research and a series of semi-structured interviews with new academics and senior academic mentors in education faculties, the research suggests that several factors intercede in how careers are developed and experienced. The unacknowledged exploitation of female academic labour is perhaps amongst the more significant of these.
    Higher Education Research and Development 03/2015; DOI:10.1080/07294360.2015.1011092
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    ABSTRACT: Our research addressed two aims: to develop a systematic way to evaluate institutional engagement with graduate outcomes and to explore such engagement in higher education institutions in Aotearoa/New Zealand. An online survey was completed by 14/29 institutions with nine follow-up interviews to gather information on institutional engagement with graduate outcomes. Using a Maturity Modelling approach with indicators of planning, systems, delivery, assessment, evaluation and professional development support for graduate outcomes, we assessed the level of engagement in each institution. Results revealed patchy engagement across the polytechnic and university sectors. There was strong engagement with the planning, systems and delivery of graduate outcomes, particularly in the polytechnic sector, but much lower engagement with their assessment and evaluation, and overall, weak engagement with professional development support for graduate outcomes. Some mechanisms for promoting engagement with graduate outcomes were external drivers, a teaching-focused culture, strong leadership from the top and enabling structures. Our findings can inform institutional policies and practices in order to support not only compliance, but more importantly engagement with the graduate outcome agenda to improve the student learning experience.
    Higher Education Research and Development 03/2015; DOI:10.1080/07294360.2015.1011098
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    ABSTRACT: This article discusses the future of university-based programmes aimed at enabling the access and successful participation of students from traditionally under-represented backgrounds in higher education. It builds a case for adopting three strategies in ensuring the sustainability of widening access and participation work: (1) embedding broad-ranging and reflexive evaluation practices; (2) developing partnerships with industry partners; and (3) evolving the conceptual and strategic framework of widening participation. The article's reflections are contextualised within the framework of current higher education policy and practice in Australia, and its arguments are advanced from a close reflection on a mentorship programme aimed at media students from Aboriginal and Torres Strait Islander and culturally and linguistically diverse backgrounds at Macquarie University.
    Higher Education Research and Development 03/2015; 34(2). DOI:10.1080/07294360.2014.956692
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    ABSTRACT: The generational approach to conceptualising first-year student learning behaviour has made a useful contribution to understanding student engagement. It has an explicit focus on student behaviour and we suggest that a Capability Maturity Model interpretation may provide a complementary extension of that understanding as it builds on the generational approach by allowing an assessment of institutional capability to initiate, plan, manage, evaluate and review institutional student engagement practices. The development of a Student Engagement, Success and Retention Maturity Model is discussed along with its application in an Australian higher education institution. In this case study, the model identified first-, second- and third-generation approaches and, in addition, achieved a ‘complementary extension’ of the generational approach, building on it by identifying additional practices not normally considered within the generational concept and indicating the capability of the institution to provide and implement the practices.
    Higher Education Research and Development 03/2015; 34(2). DOI:10.1080/07294360.2014.956694
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    ABSTRACT: We discuss the recent reworking of Murdoch University's Australian Indigenous Studies major. For the discipline to realise its charter of decolonising knowledges about Indigenous peoples, it is necessary to move Indigenous Studies beyond the standard reversalist and unsustainable tropes that valorise romanticised notions of Indigeneity and Indigenous knowledges and pedagogies over those of a demonised ‘western’ other. Drawing on Martin Nakata's contribution to scholarship on the future of Indigenous Studies, we argue that his problematisation of the cultural interface provides a discipline-based rationale for working beyond the Indigenous–western binary, and that his notion of standpoints encourages the ongoing production of diverse, historically and politically informed scholarship, while preparing students to enter the workforce with a contemporary, ethically sophisticated grasp of Indigenous and non-Indigenous relations, which is consistent with the decolonial goals of the discipline.
    Higher Education Research and Development 03/2015; 34(2). DOI:10.1080/07294360.2014.956691
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    ABSTRACT: This paper addresses the principles and connotations of the term formation. In our discussion of formation, we draw on different disciplines in order to widen and deepen our understanding of the concept of formation. We also mirror the formation concept against comparable terms and draw on studies in which it has been applied in empirical research. By drawing on a different perspective on formation, we argue for its relevance to higher education and invite discussion on its potential uses in that field.
    Higher Education Research and Development 03/2015; 34(2). DOI:10.1080/07294360.2014.956690
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    ABSTRACT: Future time perspective (FTP) is an important theoretical construct that may assist educators in their understanding of individuals' learning, motivation and decision-making. There is empirical evidence attesting to the predictive effects of anticipation of future goals on both cognitive and non-cognitive outcomes. The present study, based on previous conceptualizations, proposes the statistical testing of the impact of FTP on commitment to career choices and academic achievement in the subject educational psychology, via personal self-efficacy beliefs and effort expenditure. Two hundred and fifty-six first-year university students (151 women and 105 men) were administered a number of Likert-scale inventories and path analytical procedures were used to validate the hypothesized structural relations. The results yielded from a comparison of different a priori models indicate the impact of FTP on commitment to career choices and academic achievement indirectly, via personal self-efficacy. Personal self-efficacy is also found to exert positive effects on vocational exploration and academic achievement, highlighting the potency of social cognitive theory. In general, the findings obtained provide empirical grounding for applied educational practices and continuing research development.
    Higher Education Research and Development 03/2015; 34(2). DOI:10.1080/07294360.2014.958069
  • Higher Education Research and Development 03/2015; 34(2). DOI:10.1080/07294360.2014.980880
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    ABSTRACT: This paper investigates the study strategies that first-year Australian university students bring with them to university. The research has currency due to the implementation of the Review of Australian higher education [Bradley, D., Noonan, P., Nugent, H., & Scales, B. (2008). Review of Australian higher education: Final report. Canberra: Australian Government.], which recommended that universities increase the number of students in undergraduate courses. In response to government incentives to increase enrolments, many universities have lowered their entrance scores and, as a result, have attracted students who would not traditionally have been eligible for university entrance. The study employed the Learning and Study Strategies Inventory (LASSI) to investigate the differences in study strategies used by a cohort comprising students from the expanded intake facilitated by the Bradley Review according to their gender, age, socio-economic status and entrance score. While these research results demonstrate a lower than average score on the LASSI instrument for this particular cohort, there were almost no dissimilarities in any of the categories assessed. This paper will argue that the differential distribution of such students across institutions in Australia has potential implications for the institutions themselves and the sector as a whole.
    Higher Education Research and Development 03/2015; 34(2). DOI:10.1080/07294360.2014.956698
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    ABSTRACT: This paper considers the role of universities in the creation of a knowledge-based economy (KBE) in a developing country, Pakistan. Some developing countries have moved quickly to develop a KBE, but progress in Pakistan is much slower. Higher education plays a crucial role as part of the triple helix model for innovation. Based on the perceptions of university leaders and academic staff, the paper examines how the transformation towards a KBE in Pakistan is viewed within higher education and identifies some of the blockages and contradictions that hinder development. In particular, the paper suggests that a more integrated education system bringing together primary, secondary and tertiary education to work for a common purpose will be essential.
    Higher Education Research and Development 03/2015; 34(2). DOI:10.1080/07294360.2014.956696
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    ABSTRACT: A concern for social justice pervades the espoused curriculum of many pre-service teaching programmes, but the extent to which that curriculum influences the beliefs students hold is an open question. With the goal of developing an instrument suitable for evaluating such beliefs at the degree programme level, the present study analysed responses to the Learning to Teach for Social Justice–Beliefs (LTSJ–B) Scale (Enterline, S., Cochran-Smith, M., Ludlow, J.H., & Mitescu, E. (2008). Learning to teach for social justice: Measuring change in the beliefs of teacher candidates. The New Educator, 4, 267–290. doi:10.1080/15476880802430361) from 304 Australian pre-service teachers. Exploratory factor analysis and Rasch analysis both indicated a two-factor structure, driven by a methodological artefact of item valence. We conclude from these findings that a short, five-item version of the LTSJ–B Scale would suitably balance psychometric and pragmatic considerations, in the broader context of working within an institutionally aligned system of teaching evaluation with multiple levels.
    Higher Education Research and Development 03/2015; 34(2). DOI:10.1080/07294360.2014.956701
  • Higher Education Research and Development 03/2015; 34(2). DOI:10.1080/07294360.2014.968984